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Statement of Purpose: 

           Power Reading is a skills course designed for students reading at or near college level. The primary purpose of this course is to enhance the student’s existing reading efficiency and effectiveness in the following areas:

          Comprehension:  Students will improve their literal comprehension skills, increasing concentration and retention. Students will also improve critical reading/thinking skills with emphasis on evaluation, analysis, reflective judgment, and application. Additional improvement in the area of affective comprehension will include increased awareness of writing style, technique, and quality.

           Vocabulary:  Students will increase vocabulary by developing strategies for practice and application in their academic work as well as increasing vocabulary awareness and strength in all types of reading, writing, speaking, listening, and thinking.

           Study Skills:  Students will learn efficient and effective study reading strategies and techniques designed to improve concentration and memory.      

          Writing:  Students will improve individual writing skills with emphasis on logic, coherence, and depth of thought. Additional emphasis will be placed on improved written expression in response to a variety of reading selections.

           As students improve and develop mastery in the above areas, an additional objective will be to enhance reading enjoyment – reducing the level of difficulty and drudgery often associated with college level reading and learning.

Student Learning Outcomes:   

          Students will demonstrate significant growth on pre/post standardized reading tests. 

          Students will demonstrate their ability to utilize critical thinking/reading skills such as recognizing the author’s purpose, bias, tone, figurative language, fact vs. opinion, and inference, as well as the ability to draw conclusions and predict outcomes in analyzing college-level reading material.

Students will demonstrate their knowledge of and ability to utilize textbook management skills in content area courses across the curriculum. 

          Students will demonstrate their ability to read and analyze at least 6 books on an independent basis during the semester.

Methods:  

          Instructor will work closely with students to reach the above objectives. Methods of instruction include both face-to-face and online delivery of course content. A variety of learning opportunities will be provided including online modules, tutorials and assignments, web-based discussion and projects, lecture, text-based activities and assignments electronically submitted to instructor, individualized lab assignments, and testing.

Textbooks:  Developing Reading Versatility, 11th Ed., by W. Royce Adams and Becky Patterson;
1100 Words You Should Know, 5th Ed., Barron’s Educational Series, Inc.

Other Required Materials:

Lab Fee Receipt

Independent reading books/texts  

(to be announced)

Pocket Dictionary:  By this stage in your college career you should own a hardbound dictionary. A paperback dictionary is also useful as a portable reference.

Scantrons  as announced

To earn an “A” in the course, a student must have:

        earned an “A” in each of the above categories,

        moved at least 2 years on standardized college level reading tests,

        completed at least 45 hours work in reading lab,

        and have missed none of the face-to-face and synchronous online meetings.

To earn a “B” in the course, a student must have:  

        earned at least a “B” in each of the above categories,

        moved at least 1.5 years on standardized college level reading tests,

        completed at least 37 hours work in reading lab,

        and have no unexcused absences from face-to-face and synchronous online meetings.

Any one of the above conditions for a grade may be waived at the instructor’s discretion.

Students must take the Nelson Denny posttest, turn in a final, and complete Read 110 Lab with a passing grade to pass the class.

           All work is due at noon on the date specified by the instructor. If your work is not received or posted by the deadline, it will be considered late. Late work receives half credit and will only be accepted up to one week after the due date. No late work will be accepted during finals week.  

Advice from Professor Thomson:   
If you've never had an online course or feel at all uncertain regarding any of the course requirements, plan your lab hours to coincide with either my office hours or hours when the Instructional Support Staff will be available to assist you and answer questions.

If you know in advance of impediments to your meeting a due date, either submit the work early or make other arrangements with your professor. Improving your reading efficiency and fluency depends upon your consistent participation in our online modules and activities, practicing the skills presented (lab assignments and independent reading), and asking questions if you do not understand. You are strongly encouraged to email, call, or see me whenever you encounter any difficulties or have questions about the class or a specific assignment.  

           You should be aware that the progress you make in this course is a direct reflection of the effort expended by you on your own, and on your readiness to take the course.

Advice from Former R110 Students:  

Do not procrastinate!!
You will learn more and your reading will improve much more and much faster if you stay with the program.
It is really hard to catch up if you fall behind.

Students with disabilities who may need academic accommodations should discuss options with me during the first week of the semester  

Proceed to an overview of the course

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